عنوان

بررسی تاثیر ساختار سازمانی)پیچیدگی، رسمیت و تمرکز (بر یادگیری و نوآوری سازمانی کتابداران دانشگاه‌های دولتی شهر تبریز,‮‭Investigation the effect of organizational structure on the organizational learning and innovation of librarians at the governmental universities of Tabriz‬

The purpose of this study is to investigate the effect of organizational structure on the learning and organizational innovation of librarians in Tabriz governmental universities. This research method is a descriptive-survey. The statistical population of this study is 63 librarians of Tabriz University, Azarbaijan Shahid Madani University, Sahand University of Technology and Tabriz Islamic Art University. The data gathering tools were three questionnaires included Robbins' organizational structure questionnaire Neef organizational learning questionnaire and Siegel and Kaemmer innovative organizational climate questionnaire. The validity of questionnaires were approved by five experts in the field of knowledge and information science and their opinions were employed for improvement the final questionnaires. To confirm the reliability of the questionnaires, Cronbach's alpha was used. The reliability of the values for Cronbach's alpha were organizational structure questionnaire, organizational learning questionnaire and organizational innovation questionnaire respectively for 0.82, 0.90 and 0.85. Data analysis was confirmed descriptive and inferential statistics employing SPSS software. By attention to the obtained results the average of organizational structure is 3.14, the average of organizational innovation is 3.09, and the average of organizational learning is 4.22, which it is above the average value. Also, the findings showed that the components of mental models, individual skills, shared vision and team learning in libraries of Tabriz governmental universities were significantly higher than average from the view point of librarians. But the components of knowledge sharing, innovativeness, and system thinking are lower than average. The value of Pearson correlation test showed that there is positive significant correlation between organizational structure and organizational learning of librarians (r=0.32, p= 0.011). Also, there is a positive significant correlation between organizational learning and formalization (r = 0.34, p < 0.05) and organizational learning and centralization (r = 0.28, p <0.05). But there was not significant relationship between complexity and organizational learning (p >0.05). The results also showed that there is a positive significant correlation between organizational structure and organizational innovation of librarians. Also by attention to the results there is a positive significant correlation between formalization and organizational innovation (r = 0.30, p <0.05), and there is a positive significant correlation between centralization and organizational innovation (r = 0.27, p <0.05). But there is not a significant relationship between complexity and organizational innovation (p >0.05). Other results showed that there is a positive significant correlation between organizational innovation and organizational learning of librarians. Also, there is a positive significant correlation between supporting creativity and providing resources with organizational learning. It seems that the main challenge for educational organizations is to support from innovation, which facilitates the process of adaptation with many environmental changes. Therefore, it can be argued that choosing the appropriate organizational structure is one of the essential conditions for successful adaptation to the changes, and this will be possible by continuous design of the organizational structure